Seventh+Grade+Monthly

= ﻿ Monthly point Of=

**Teachers in attendance:** 9/30: Meetze, Smith, Yaman, Yarborough

10/28: Meetze, Smith, Yaman, Yarborough

1/27: Meetze, Smith, Yaman, Yarborough, Robinson

3/31: Meetze, Smith, Yaman, Yarborough

4/28: Meetze, Smith, Yaman, Yarborough

**Where are you on your long-range plans, pacing, and content standards?** 9/30: We are continuing to work on standard 7-2. We are focusing on absolute monarchs in France, England, and Russia. We are also looking at the Enlightenment and the great thinkers, including Hobbes, Locke, Rousseau, and Montesquieu.

10/28: We are continuing to work on standard 7-3. We are beginning our focus on the Latin American Revolutions, and then moving into the Industrial Revolution next week.

1/27: We are all in World War I this week. We will continue World War I next week. This includes standards 7-5.1 and 7-5.2.

3/31: We are beginning the Cold War this week - discussing the formation of new military alliance and the growing distrust between the United States and the Soviet Union. After Spring Break we will discuss the nuclear arms race, space race, and the conflicts in Korea and Vietnam.

4/28: We are finishing our standards this coming week (around Wednesday.) We will have the remainder of the time to review for PASS in 2 weeks.

**After the analysis of your most recent assessment, how will you address student strengths and weaknesses?** 9/30: We feel like the students have a strong hold on the colonization and exploration standards (7-1). After the students who did not fair well on the first test came in to tutoring and rebounded the test, they proved that they had grasped the knowledge and their scores went up. For all of us, warm up questions are reviews of past information, so we are constantly going back over previous units. Yaman uses flash cards and Yarborough uses CPS weekley.

10/28: The students overall are getting the concepts and information really well, but they are having trouble with the PASS-like questions. The students are doing well on the teacher made tests, but struggled with the benchmark because of the wording of the questions. This shows us that they understand the concepts, but do not understand the wording of the PASS questions.

1/27: ﻿We are still working on getting the students to better understand the set up of the PASS questions. We are using PASS like questions for warm-ups to get the students familiar with the language of the questions.

3/31: With our benchmark this week, the students did a little better in understanding the set up of the PASS questions. We are still working to get the students more comfortable and familiar with these questions as PASS is quickly approaching!

4/28: We are continuing to work on the students understanding PASS like questions. We will review how to read the questions as we review the content.

**How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?** 9/30: We have analyzed our student's reading MAP scores and will be using that information when it comes to group assignments and projects and seating assignments. Based on the Unit 1 test, we have revisited items that students had problems with. Meetze has given students who need extra assistance an additional study guide based on the colonization and expolration standards. Yarborough and Meetze are using scaffolding with her general students and their notes.

10/28: We are still using the MAP scores to set up group assignments and projects and seating assignments. We are all scaffolding with the students and their notes. We are also working with the students on understanding the vocabulary and wording of the questions. We are all using the PASS workbook questions as warm-up questions to get the students familiar with the wording.

1/27: Meetze is grouping students based on their language arts MAP scores for the DBQ next week. We are still scaffolding with the students and their notes, the format of the tests, and their seating assignments.

3/31: We have continued to use MAP scores to scaffold students with their notes, the format of the tests, and their seating assignments. We have also analyzed PASS scores for their placement next year.

4/28: We have continued to use MAP scores to scaffold students with their notes, the format of the tests, and their seating assignments.

**Where did this week’s learning goals fall within Bloom’s Taxonomy?** 9/30: We have compared and contrasted (level 4) the types of governments, the absolute leaders, and the Enlightenment philosophers. We are also assessing (level 5) the believes of the Enlightenment thinkers and how they impacted the Declaration of Independence and the US Constitutition. 10/28: We have created (level 6) a brochure on the Revolutions, compared and contrasted (level 4) the revolutions, evaluated the importance (level 5) of the enlightenment and its impact on the Revolutions.

1/27: Analysis (level 4) with the DBQ, applying (level 3) knowledge of WWI to a speech (also creating (level 6)), simulation (level 6) of the Treaty of Versailles, interpret (level 2) weapons to use in the Trench Warfare simulation game.

3/31: Analysis - why form new alliances; summarize the different alliances, simulation (Escape from East Berlin activity), map the separation of Europe into democractic and communist nations.

4/28: Create a timeline of the collapse of the Soviet Union; compare and contrast the independece movements in Africa and India;

9/30: Identify (level 1) which parts of the Constitution came from the Enlightenment thinkers and compare/contrast (level 4) the Enlightenment thinkers. (Yarborough) Identify (level 1) the key players in the Glorious Revolution. Analyze (level 4) how the government of England became a limited government. (Meetze) Analyze (level 4) the reign of different absolute monarchs to create a title for them. (Yaman) Evaluate (level 5) the ways Western Europe influenced Russia. (Smith)
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**

10/28: Creating (level 6) a brochure on the revolutions; comparing and contrasting (level 4) the revolutions; analyzing (level 4) the impact of the enlightnment on the revolutions; identify (level 1) the causes of the revolutions; identify (level 1) the major players of the revolutions.

1/27: All levels of Bloom's were used in our last benchmark test covering Imperialism.

3/31: All levels of Bloom's were used in our last benchmark test covering the world wars.

4/28: Create (level 6) a timeline of the collapse of the Soviet Union; Compare and contrast (level 4) the leaders of the Indian and S. African independence movements;

**Comments ~ Concerns ~ Needs (resources)**
 * Yarborough and Smith are enjoying the Brick and the Ion.

We finalized our lesson plans for the Schools to Watch visit next Wednesday. Meetze will be completing a DBQ, the others will be working with the US in WWI.

** * Post a completed electronic copy of this form by the end of the school day on Thursdays **